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學生優先
深圳德威書院即將揭幕，這也預示著一段全新篇章的開啟。德威國際教育集團（DCI）在過去18年來開設了超過20家新校區和教學樓，絕大多數都紮根中國。得益於這些寶貴的經驗，我們深知規劃一所新書院的開幕需要提前數月甚至幾年的時間就開始籌備。本文將為大家介紹DCI在規劃全新的學習環境時重點關注哪些關鍵因素。
Richard Barnard
德威國際教育集團中國德威高中執行董事
德威國際教育集團和德閎教育的學校發展總監
Richard Barnard自2004年加入德威國際教育集團，在過去17年間他專注於為集團開發新校區和學習中心。Barnard先生主導了蘇州德威外籍人員子女學校、仰光德威英國國際學校、珠海德威國際高中的開幕。目前正在負責深圳德威書院的開辦工作。
在聘用教師和正式授課之前，必須先精心設計好全新的學習環境，以確保能夠支援各種教學目標的實踐。
我們的設計原則及呈現方式
是怎樣的？
首先，對教學環境的設計必須以學生的身心健康為核心，並且為所有學生和教職員工提供健康、積極的環境，以實現高標準的學習和教學水平。學習環境作為學生的“第三個老師”1，對學生的“健康、思維和表現”都有著重要的影響，因此我們在設計學習環境時必須圍繞這些維度進行2。
＋
室內環境
在德威，室內設計不僅僅注重於建築美學。同時，我們在設計每一個空間時都會考慮到功能性和學習原則。
學生健康、建築設計和學術表現之間的基本關係構成了室內設計的核心。德威學校以哈佛大學公共衛生學院（schools。forhealth。org）釋出的原則為指導：
例如，我們的室內設計會使用開放的空間，符合“學習場景”的理念，為學生提供非正式的空間，讓他們有機會與他人互動。
同時需要有效地利用顏色，給人帶來自然、平和的感覺，這有助提升注意力、學習和幸福感。學習環境中的每個區域都需要有各自的特色，這可以由和諧統一的顏色來體現。我們在書院的建築中使用不同色彩來區分“社群”，這讓不同區域產生了更加緊密的聯絡，非常有利於年幼孩子的發展。
書院實景圖片搶先看
＋
戶外環境
在德威，戶外區域也是學習環境的一部分，應當充分加以利用。在現今社會，我們發現孩子們與周圍的自然環境有所脫節，且常常久坐不動。他們應當擁有在自然環境中學習和玩耍的權利，因為這能幫助他們與自然產生共鳴，也有助於提升他們的健康水平3。相較其他學校選擇建操場，在德威我們創造的是沉浸式的戶外學習空間，這也印證了我們所堅持的學習不應侷限於教室的原則4。在課堂之外的學習會為健康發展帶來更多益處5。
這一建築設計方法體現了德威秉承的生態設計的原則。在建築中，生態設計是一種可持續的設計策略，致力於將人與自然聯絡起來。在深圳德威書院，對於生態設計的應用可概括為如下幾點：
■ 從內到外，始終考慮自然元素
■ 自然的戶外學習環境
■ 室內的綠植和水景
■ 從教室可看到綠色空間和自然景觀
這些原則如何應用於深圳德威書院？
孩子們的需求和行為是整個設計過程的核心。我們的目標是創造有助於引導、激發和鼓勵孩子去探索和享受學習的環境。透過積極的互動，深圳德威書院的學習環境為每個孩子的學習之旅提供支援，確保他們在其中感到安全和舒適。
為創造書院特色，每一層都有一個設計主題。這幫助孩子們更易識別，讓他們能自行在建築中走動，並明確每個學習場景的功能性。每個設計主題都特別呼應了自然環境的不同方面，透過生態設計原則確保孩子們感受到室內學習環境和戶外環境之間的天然連線。
探險家班被設計成一個生動的森林，充滿蘑菇和樹木的設計元素，鼓勵孩子們勇於冒險和探索。而發明家班則有一個可以直接通往戶外學習花園的通道。這一樓層的色彩選擇了代表樹蔭和植物的綠色。在創造家班中，我們充分展現了書院所處的深圳灣的美麗景色，藍色的色調和波浪狀的圖案讓人不禁聯想起大海。頂層的多功能區域直接沐浴在陽光和日光中。整個書院透過落地窗戶最大限度地為每一樓層引入自然光線。
在深圳德威書院，我們擁有得天獨厚的超過2000平方米專門設計的戶外活動場所。這一區域包括兩個游泳池，一個是為剛學會游泳的孩子準備的，另一個則是為游泳進階者準備的，最長單程可遊15米。這個活動空間將為孩子們提供冒險和探索的世界，可以自由地鍛鍊、社交和思考，還有種植蔬菜花卉的菜園。在德威，戶外環境是室內教室的延伸，它為孩子們繼續學習和發展提供了更加廣闊的天地。
如何確保我們新的書院能
提供
一個安全的環境？
用於內部裝飾和製造傢俱的材料都經過精挑細選和環境質量檢測，以確保他們高於國家標準，並最大限度減少可能造成汙染的有害化學物質。
減少地毯的鋪設是為了讓地板便於清潔和消毒，以減少可能由塵蟎引起的過敏和刺激。
我們的書院使用空氣過濾系統，不僅可以調節溫度和溼度，還能清潔空氣，即使在戶外空氣質量較差的日子裡也能保證室內空氣盡可能的清新和健康。
書院內使用的所有傢俱都經過嚴格篩選，均來自高品質的兒童傢俱供應商。這些供應商在設計和製造兒童傢俱方面擁有豐富經驗，確保我們選擇的每件傢俱都使用糯米膠這種天然的粘合劑，不含有任何有害化學物質或揮發物。
我們的學習用具都從全球頂尖供應商處進口和採買，確保每個教室使用的學具和教學裝置都符合國際領先標準。
在德威，我們對建築的驗收非常謹慎，並採用現行的室內空氣檢測標準，確保所有材料和內部裝修質量符合我們的標準和要求。德威採用兩項嚴苛的國家標準：對室內裝修採用GB50325標準，只有透過檢測後才會將傢俱搬入建築中，然後根據GB/T18883再次進行檢測。只有透過全部測試後，我們的工作人員才開始後續的準備工作，等待1個半月-2個月後，就可以向孩子們開放了。
深圳早期教育的全新里程碑
在今年的下半年，深圳德威書院將正式開學，這將會成為深圳早期教育市場中一個全新的里程碑。它不僅坐落於知名地標，配備了豐富的設施和精心設計的室內和戶外學習環境，而且還擁有隻供私人使用的室內體育館（位於深圳灣1號）和深圳萊佛士雲頌音樂廳的使用權。此外，深圳德威書院還將與外部供應商合作，獲取更多資源，攜手為孩子們提供更豐富的學習之旅。
德威非常高興能進駐深圳市場。在今年7月，我們將歡迎各位家長和孩子前來我們全新的書院進行參觀。
更多資訊與垂詢
歡迎識別二維碼
［1］ The Third Teacher， 79 Ways To Use Design to Transform Teaching & Learning
［2］ https：//schools。forhealth。org
［3］ http：//richardlouv。com/books/last-child/
［4］ https：//www。ltl。org。uk/index。php
［5］ https：//www。tes。com/news/its-obvious-learning-outside-classroom-works
滑動檢視中文
STUDENTS COME FIRST
The opening of an Early Years Centre is an exciting time of new beginnings。 At Dulwich College International （DCI） we benefit from the experience of opening more than 20 new campuses and buildings over the past 18 years， the majority of which have been in China。 In this article I’ll share some of the key factors that we at DCI consider to be essential towards the planning of a new learning environment。
Richard Barnard
Managing Director， Dulwich International High Schools
School Development Director， China， DCI and Dehong Schools
Richard Barnard has worked with DCI since 2004。 Over the past 17 years， he has focused on the development of new schools and learning centres for the Group。 During his time， Mr Barnard has led the opening of Dulwich College Suzhou， Dulwich College Yangon and Dulwich International High School Zhuhai。 Mr。 Barnard is currently overseeing the launch of the Dulwich EY Centre Shenzhen。
Before a teacher is hired, and before a single lesson can be taught, a new learning environment must first be designed in a way that ensures it supports the educational learning objectives.
What are our design principles and how are they expressed?
First and foremost， an educational building must be designed and built with the wellbeing of the students at its core， offering all students and staff a healthy environment in which to promote the highest standards of teaching and learning。 Sometimes referred to as “the third teacher”1， the learning environment has a huge impact on a student’s health， thinking and performance， and therefore our learning environment must be designed around the consideration of the wellbeing， development and performance of our students2。
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Indoor environment
At Dulwich， our interior design is about more than aesthetics。 Instead， we design each space with functionality and learning principles in mind。
The essential relationship between student wellbeing， architectural design and heightened academic performance must be at the heart of the interior design。 As a guideline， our DCI schools follow the principles issued by Harvard University’s School for Public Health （schools。forhealth。org）：
For example， we use open floor plans to support the idea of “learning landscapes”， providing informal spaces where students have the opportunity to interact with others。
Colours are utilised effectively， based on the principle that they should be natural and calming while enhancing concentration， learning， and a sense of wellbeing。 Each area of the learning environment should have its own identity， supported by a consistent and harmonious colour palette。 Using colour schemes to identify “communities” within the Centre building creates a more intimate connection to the different areas and is especially helpful for younger children。
A first look at Dulwich EY Centre
＋
Outdoor environment
At DCI， outdoor areas are considered part of the learning environment and are utilised as much as possible。 Recognising that children around the world are increasingly disconnected from the natural world and are leading sedentary lifestyles， we believe it’s imperative that students have opportunities to learn and play in natural environments， as this not only creates an empathy with nature but also enhances their wellbeing3。 In addition to playgrounds that are commonplace in other schools， at Dulwich we create outdoor learning spaces that are extensions of indoor learning spaces， and reflect the principle that learning should take you beyond the bounds of a classroom4。 This is important， as research demonstrates that learning outside the classroom brings significant health and developmental benefits5。
This approach to architectural design is showcased by Dulwich’s belief in biophilic design principles。 In architecture， biophilic design is a sustainable design strategy that aims to reconnect people with the natural environment。 For our Dulwich EY Centre， the application of biophilic design can be summarised as：
■ Designing with nature in mind， inside and out
■ Natural outdoor learning environments
■ Interior greenery and water features
■ Views from classrooms to green spaces and natural landscapes
How are these principles applied in the Dulwich EY Centre, Shenzhen?
The requirements and behaviours of our EY Centre children are at the heart of our design process。 Our vision is to create learning spaces that engage， excite， and encourage the children to explore and enjoy their learning。 Our intention is to build our EY Centre to support each child’s learning journey whilst ensuring they always feel safe and secure。
To generate character within the Centre， each level is given a design theme。 This identity becomes easily recognisable for the children， enabling them to guide themselves through the building and clarify the functional purpose of each learning space。 The design themes purposefully echo aspects of the natural world， aligning with our biophilic design principles， and ensure that the children feel an innate connection between their indoor learning environment and the outdoor world。
Our Explorers Class will enjoy an interior environment designed to represent a lively forest， filled with mushrooms and tree-shaped design elements， encouraging the children’s spirit of adventure and curiosity。 Meanwhile， our Inventors Class will experience an interior that provides direct access to our outdoor learning gardens。 The colour scheme for this floor is carefully selected to reflect the natural green shades of trees and plants。 In our Creators Class， we emphasize the beautiful views of Shenzhen Bay that our Centre enjoys， highlighting this with shades of blue and wave-like patterns that remind us of the sea。 Our top-floor multipurpose area is designed to connect with sunshine and daylight， to celebrate the huge volume of natural light our Centre enjoys on each of its floors thanks to the floor-to-ceiling windows。
Unique in Shenzhen for an Early Years Centre， we have over 2，000 square meters of dedicated， purpose-designed outdoor play areas。 The area includes two swimming pools： one for the youngest children just learning to swim； the second for our more confident swimmers， enabling them to swim up to 15 meters per length。 The play landscape offers a world of adventure and exploration， with areas to exercise， socialise， reflect， and even to plant vegetables and flowers。
How to ensure a safe environment in our new Centre?
The materials used for interior decoration and furniture are all selected and tested for their environmental quality， to ensure that they exceed national standards and contain very low， if not zero， trace elements of harmful chemicals that can cause pollution。
The areas of carpet are reduced to ensure the floor is easy to clean， disinfect， and to reduce the risk of allergies and irritations that can be caused by carpet mites and dust。
Our Centre enjoys an air filtration system that not only conditions the temperature and humidity of the air， but also cleans it to ensure that the indoor air quality is as fresh and healthy as possible， even on days when the outdoor air quality is sub-optimal。
All the furniture in the Centre has been chosen through a rigorous selection process from export-quality Early Years furniture suppliers， who are experienced in designing and manufacturing Early Years specific furniture。 One of the ways that our chosen vendor ensures that every piece of furniture is safe for use by children is by using a natural adhesive， a glue made from sticky rice （糯米膠）， which contains no harmful chemicals or emissions。
Our learning resources are imported from leading global suppliers， ensuring the quality of resources and learning equipment in each classroom is of a top international standard。
In Dulwich， we manage the handover of new buildings carefully and adopt a fixed policy of indoor air testing to ensure that all our requirements for material standards and interior fit-out quality have been adhered to。 Dulwich carries out independent air tests according to two stringent national standards： GB50325 after the interior decoration is completed； only after passing this test do we then move our furniture into the building and test again according to the strict GB/T18883。 Only once we have passed these tests are the buildings considered safe for staff to enter to commence their preparations， with the children welcomed into the Centre 1。5 to 2 months later。
A new landmark for Early Years education
in Shenzhen
The opening of the Dulwich EY Centre Shenzhen later this year will provide a new landmark for Early Years education in Shenzhen。 It is not only in a prestigious location， but boasts a wealth of facilities， generous well-designed indoor and outdoor learning environments， access to a private indoor sports hall in One Shenzhen Bay， and the opportunity to use the outstanding Shenzhen Raffles Sky Concert Hall venue。 In addition， Dulwich EY Centre will develop partnerships with external providers for additional experiences to enhance the learning journeys of all our children。
We look forward to welcoming you and your children to visit our new Centre from July this year.
To learn more and enquire,
please scan the QR code below.
［1］ The Third Teacher， 79 Ways To Use Design to Transform Teaching & Learning
［2］ https：//schools。forhealth。org
［3］ http：//richardlouv。com/books/last-child/
［4］ https：//www。ltl。org。uk/index。php
［5］ https：//www。tes。com/news/its-obvious-learning-outside-classroom-works
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